Adoption Of Active Methodologies Research Articles

Development of a Database of Educational Games Applicable to Production Engineering

Discussion over the years regarding the quality of newly graduated engineers in Brazil has concluded that there are gaps between learning and market expectations. Analyzing the current scenario, the Ministry of Education (MEC) has approved new national curriculum guidelines that emphasize skills development and the adoption of active methodologies. The aim is to develop students as protagonists of their own learning. One of these methodologies is game-based learning (GBL), which utilizes games for educational purposes to integrate theory and practice. GBL simulates reality and presents concepts in a playful way, resulting in greater student engagement and interest. However, research shows that a lack of knowledge and difficulty accessing such games are barriers to implementing this methodology. Previous research has focused on the development of serious game metadata (SGM), the establishment of controlled vocabularies, and the identification of educational games targeting production engineering (PE). The authors of the present paper developed a database focused on the disciplines and content covered in production engineering courses. The paper describes the database and its aims to: (a) increase the use of games in the teaching-learning process; (b) make the process more effective; and (c) prepare better professionals.

ACTIVE METHODOLOGIES

This article addresses the theme “Active Methodologies: Active Methodologies as a Pedagogical Tool” and addresses the use of Active Methodologies as an innovative way to promote more meaningful and engaging learning. The article provides a comprehensive introduction to Active Methodologies, highlighting their core principles and how they differ from more traditional teaching strategies. It then discusses the practical application of these methodologies in the classroom, focusing on approaches such as problem-based learning, collaborative learning, and investment in the classroom. methodologies in the classroom. The potential benefits of using active learning methodologies are also explored, along with the challenges that educators may face when using these approaches. These benefits include greater engagement, empowerment, and application of knowledge in real-world situations. The article is based on relevant theoretical studies and references, such as the works of Araujo and Ramos (2023), Diesel, Baldez and Martins (2017), Nascimento and Coutinho (2016), Santos (2019) and others. By providing a comprehensive view of the subject, this article seeks to contribute to the understanding and adoption of Active Methodologies as a transformative pedagogical tool.

Project-based learning and its impact on the academic performance of middle school students

The adoption of active methodologies in the teaching-learning process allows the main actors of education to transform the classroom into scenarios of real experiences of learners. This research aims to analyze the Project-Based Learning methodology and its impact on the academic performance of middle school students. In this research, several methods were applied, including the qualitative documentary bibliographic review, the inductive-deductive method, allowing to identify the characterization of project-based learning, in addition, the academic results of the students of basic secondary of the Educational Unit “Aurelio Salazar”. As result, it was obtained that Project-Based Learning is an active methodology of current education where the teaching process is innovated, the academic performance of 62 students who attended the 2020-2021 school year was analyzed.

Contribuições da Preceptoria de Enfermagem no contexto da Atenção Primária à Saúde sob a perspectiva das metodologias ativas

Objetivo: analisar as atividades da preceptoria de enfermagem no contexto da Atenção Primária à Saúde sob a perspectiva das metodologias ativas. Metodologia: estudo descritivo de abordagem qualitativa, realizado com 11 enfermeiros preceptores que atuam em unidades de Atenção Primária à Saúde, em que se adotou, para a produção de dados, a entrevista semiestruturada e se aplicou a análise temática. Resultados: produziram-se eixos temáticos que possibilitaram a formulação de três categorias: preceptoria de Enfermagem e a adoção das metodologias ativas na Atenção Primária à Saúde; atividades consideradas como metodologias ativas; desvencilhando as dificuldades na adoção da metodologia ativa na preceptoria de Enfermagem. Discussão: constatou-se que a adoção das metodologias ativas pelos preceptores nos cenários de práticas contribui para uma formação diferenciada e qualificada de profissionais para atuarem no cenário da Atenção Primária à Saúde. As metodologias ativas estão sendo adotadas de forma ampla pelos preceptores; e entre as estratégias mais utilizadas pelos preceptores, estão o estudo de caso, a aprendizagem baseada em problemas, a dramatização e a preceptoria em um minuto. Apresentaram-se alguns entraves, como a sobrecarga de trabalho, a falta de conhecimento sobre metodologias ativas e o pouco conhecimento da gestão e de outros profissionais o trabalho da preceptoria. Conclusão: a adoção das metodologias ativas pelos enfermeiros que exercem a função de preceptor é de grande importância na aprendizagem ativa, tornando-se indispensável para estimular o aprendizado, favorecendo assim formação de profissionais críticos e reflexivos.

Interdisciplinary debate in the teaching-learning process on bioethics: academic health experiences.

The study aimed to understand the health of student experiences to participate in interdisciplinary discussions in bioethics and know the contributions of interdisciplinary methodological resource for the teaching-learning process at graduation. Descriptive study of qualitative approach in a public higher education institution of Divinópolis, Minas Gerais, Brazil. Three categories of analysis were identified: ''active methodologies in the training of a professional critic,'' ''interdisciplinary debate as facilitator reflection of bioethics'' and ''feelings and attitudes caused by the interdisciplinary debate.'' Discussion. There was a lack of approach of bioethical contents in the health curriculum, and the adoption of active methodologies provides a better reflection in bioethics, but that requires changing paradigms of teachers and educational institutions.

Theory Of Social Representations: Educational Possibilities In The Development Of Active Methodologies For Significant Learning

Background: The National Curriculum Guidelines reinforce the need for training of professionals with critical and reflective skills in addition to acquiring technical skills. Those criteria directly and indirectly relate to the desired professional profile, either in graduation scenarios or in postgraduate courses. The adoption of active methodologies in classrooms contributes to the training of health professionals able to provide clinical and epidemiological responses adequate to health-disease processes. In this perspective, this study aims to reflect, from reports, on the use of the theory of social representations as a pedagogical possibility in the development of active methodologies, and to build a meaningful learning. Methods and Findings: This is an analytical study, with a qualitative approach, developed based on the statements of the experiences lived by students of the postgraduate program in nursing at the Federal University of Rio Grande do Norte. It discusses the relationship between the use of active methods of teaching and learning, meaningful learning and theory of social representations, created by Serge Moscovici. The assumptions and techniques that justify the concept and the research in the field of social representations were concurrently assimilated as the study object and as a methodological theoretical strategy, promoting the construction of teaching and learning processes based on educational practices and on the meaning shared by the subjects of the experienced reality. Conclusions: The use of active methodologies was extremely favorable to the interaction, comprehension and production of knowledge of the involved subjects regarding the contribution to the study of social representations.

Active Teaching and Learning Methodologies: Some Considerations

Drawing the students’ attention and keeping them engaged are essential points to the learning process. Active methodologies place the students at the center of this process and make them the protagonists of discovery, rather than just passive information receivers. There are different teaching strategies to create an active learning environment and to engage the students to it. Current evidences indicate that active learning improves understanding and information retention. It is also effective in developing higher-order cognitive skills. Nevertheless, the adoption of active methodologies is still low. The authors of the current paper encourage the reflection on the traditional teaching practices and suggest that the active methodologies are an education option for secondary and higher education level courses as a way to meet nowadays needs in education.